Motor and sensory abilities with normal and academically at-risk children

Motor and sensory abilities were assessed with children identified as normal and children identified as academically at-risk. The children were grouped based on the results of a screening procedure which consisted of tasks designed to assess academic readiness skills. The results indicated that the academically at-risk children did significantly poorer on most of the measures of motor and sensory functioning. Discriminant analyses indicated that the measures were generally more effective at classifying the normal children than the academically at-risk children. The results are discussed in relation to developmental models of neuropsychological functioning.